Oral Reading Fluency as an Indicator of Reading Competence: A Theoretical, Empirical, and Historical Analysis

By Lynn S. Fuchs, Douglas Fuchs, Michelle K. Hosp, J. Jenkins. 2001

1,640 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology

View Paper: https://www.semanticscholar.org/paper/b2a741914b27ce76f1e1284e48ea5074372ace72

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Citations in the corpus

Teachers' perceptions of students' reading abilities: An examination of the relationship between teachers' judgments and students' performance across a continuum of rating methods. (2008, background): “Other researchers have similarly reported that many teachers receive little or no college training in CBM methods (Begeny & Martens, 2006), and argue that reading fluency is a neglected skill in most elementary classrooms (Fuchs et al., 2001; National Institute of Child Health & Human Development, 2”
Predictive Validity of Early Literacy Indicators From the Middle of Kindergarten to Second Grade (2009, background): “Oral reading fluency has a well-established history in special education as an outcome for measuring rate of reading (Fuchs et al., 2001).”
Revisiting assumptions about the relationship of fluent reading to comprehension: Spanish-speakers’ text-reading fluency in English (2010, background): “Theories of automaticity explicate how fluent reading is critical for text comprehension (for reviews see Fuchs et al., 2001; Wolf & Katzir-Cohen, 2001).”
Illuminating the Effects of Dynamic Lighting on Student Learning (2012, background): “Thus, efficient ORF skills are necessary for a solid foundation for comprehension and overall reading ability (Fuchs et al., 2001).”
Quality Talk: Developing Students’ Discourse to Promote High-level Comprehension (2018, background): “ORF scores have been identified in numerous empirical investigations as the most valid predictor of student reading comprehension ability (Fuchs et al., 2001; Goffreda & DiPerna, 2010; Johnson, Jenkins, Petscher, & Catts, 2009).”
Children’s Reading Comprehension and Oral Reading Fluency in Easy Text (2006, background): “Moreover, ORF has been found to relate more strongly to reading comprehension than do measures involving timed oral reading of isolated word lists ( Fuchs et al., 2001; Thurlow & van den Broek, 1997), suggesting that ORF taps abilities beyond rapid, accurate identification of single words.”
Modeling the Relationship Between Oral Reading Fluency and Performance on a Statewide Reading Test (2006, background): “This contradicts to some degree the hypothesis of Fuchs et al. (2001) that the relation between oral reading fluency and reading comprehension changes as students get older.”
The Importance and Decision-Making Utility of a Continuum of Fluency-Based Indicators of Foundational Reading Skills for Third-Grade High-Stakes Outcomes (2001, background): “…samples of reading performance are an example of general outcome measurement (Fuchs & Deno, 1991), in which the number of words read correctly from passages in 1 min is representative of the curriculum and served as a broad indicator of reading competence (see Fuchs et al., 2001/this issue).”
The Complex Nature of Reading Fluency: A Multidimensional View (2008, background): “…oral reading fluency has rich evidence of its validity and reliability (e.g., Deno, Marston, Shinn, & Tindal, 1983; Deno, Mirkin, & Chiang, 1982; Fuchs et al., 1988, 2001; Good, Simmons, & Kame’enui, 2001; Hosp & Fuchs, 2005; Marston, 1989; Shinn et al., 1992; Stecker, Fuchs, & Fuchs, 2005, but…”
Video Feedforward for Reading (2006, methodology): “The slopes, calculated from probe scores (number of words read correctly per minute) and the number of days elapsed, are used because students are expected to improve at this age with regular classroom instruction (Fuchs et al., 2001).”